A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

• Autores: Mahsa Najafzadeh, Afsaneh Ghanizadeh, Safoura Jahedizadeh
• Localización: RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales, ISSN-e 2014-3680, Vol. 7, Nº. 3, 2018 (Ejemplar dedicado a: November), págs. 267-296
• Idioma: inglés
• DOI: 10.17583/rimcis.2018.3011
• Títulos paralelos:
  • Un Modelo Dinámico de los Mejores Objetivos Personales, Resiliencia y Aprendizaje de Lenguaje de los Estudiantes de EFL
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Uno de los objetivos de cualquier iniciativa educativa es ayudar a los estudiantes a adoptar un conjunto de objetivos personales para su consecución. A esto se le llama mejor meta personal (MMP) referido a los objetivos personalizados o estándares de excelencia que encajan o exceden la anterior MMP en el contexto académico. También se cree que los objetivos de la mejor meta personal pueden fluctuar en línea con otros factores académicos. El propósito del presente estudio es investigar estos objetivos asociados a la resiliencia y los logros de idioma.

    En otras palabras, este estudio dilucida como las mejores marcas personales de los estudiantes de EFL y la resiliencia influyen en los logros de idioma. Para conseguirlo 173 estudiantes de dos escuelas de idiomas privadas y de una universidad completaron dos cuestionarios. El primero fue una escala de mejores metas personales diseñado por Martin (2006) para medir objetivos específicos, retadores y competitivamente auto-referenciados y de auto-mejora.

    Luego fue traducido al persa y validado por los actuales investigadores. El segundo fue una escala de resiliencia con cinco dimensiones de felicidad, empatía, sociabilidad, persistencia y auto-regulación percibidas. El cuestionario fue designado y validado por Kim y Kim (2016) y luego traducido al persa y validado en este estudio. Los resultados de un análisis factorial confirmatorio (AFC) demostraron la validez de las versiones persas de las escalas. Los resultados de los modelos de ecuaciones estructurales (MEE) indicaron que la mejor meta personal es un predictor positivo y significativo de resiliencia. Más aún, se halló que los logros de lenguaje se predicen tanto con la mejor meta personal como con la resiliencia.

  • English

    One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academic-associated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how EFL learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self- improvement goals. It was then translated and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) also indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

• Referencias bibliográficas
  • Abolmaali, K., & Mahmudi, R. (2013). The Prediction of Academic Achievement Based on Resilience and Perception of the Classroom Environment....
  • Abrams-Terry, M. (2014). Academically resilient English language learners: A focus group study exploring risk factors and protective factors....
  • Alva, S. (1991). Academic invulnerability among Mexican-American students: The importance of protective and resources and appraisals. Hispanic...
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of...
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Benard, B. (1993). Fostering resiliency in kids. Educational Leadership, 51(3), 44-48.
  • Borman, C., & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal,...
  • Connor, K. M., & Davidson. J. R. T. (2003). Development of a new Resilience Scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression...
  • Clandinin, D. J. (2010).Sustaining teachers in teaching. Teachers and Teaching, 16, 281–283.
  • Covington M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform. New York: Cambridge Univ. Press.
  • Duran, R. L. (1983). Communicative adaptability: A measure of social communicative competence. Communication Quarterly, 31(5), 320–326.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology,...
  • Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social...
  • Fallon, C. (2010). School factors that promote academic resilience in urban Latino high school students (Unpublished doctoral dissertation,...
  • Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definition, concepts and theory. European Psychologist,...
  • Fortune, S., Sinclair, J., & Hawton, K. (2008). Adolescents' views on preventing self-harm: a large community study. Social Psychiatry...
  • Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social Psychology of Education,...
  • Ghanizadeh, A., & Mirzaee, S. (2012). EFL Learners' self-regulation, critical thinking and language achievement. International Journal...
  • Ghanizadeh, A., & Moafian. F. (2010). The role of EFL teachers’ emotional intelligence in
  • their success. ELT Journal, 64 (4), 424–35.
  • Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The...
  • Gonzalez, R., & Padilla, A. M. (1997).The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral...
  • Gordon, K. A. (1996). The self-concept and motivational patterns of resilient African-American high school students. Journal of Black Psychology,...
  • Hollnagel, E. (2011). Resilience engineering in practice: A guidebook. Farnham: Ashgate Studies in Resilience Engineering.
  • Jones, J. L. (2003). "I build resiliency": The role of the school media specialist. School Libraries Worldwide, 9(2), 90-99.
  • Jowkar, B., Kohoulat, N., & Zakeri, H. (2011). Family communication patterns and academic resilience. Procedia-Social and Behavioral Sciences,...
  • Kamali, Z., & Fahim, M. (2011). The relationship critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar...
  • Khalaf, M. a. (2014). Validity and reliability of the academic resilience scale in Egyptian context. US-China Education Review B, 4(3), 202-210.
  • Kim, T.-Y., & Kim, Y.K. (2014). A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English...
  • Kim, T. Y., & Kim, Y. K. (2016). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational...
  • Kormos, J., & Csizer, K. (2008). Age-related differences in the motivation of learning English as a foreign language: attitudes, selves,...
  • Krovetz, M. L. (2008). Fostering resilience: Expecting all students to use their minds and hearts as well (2nd ed.). Thousand Oaks: Corwin...
  • Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.),...
  • Kwek, A., Bui, H.T., Rynne, J., & So, .K. K. F. (2013). The Impacts of Self-Esteem and Resilience on Academic Performance: An Investigation...
  • Lindstroem, B. (2001). The meaning of resilience. International Journal of Adolescent Medicine and Health, 13 (1), 7–12.
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
  • Locke, E. A., Chah, D., Harrison, S., & Lustgarten, N. (1989). Separating the effects of goals specificity from goal level. Organizational...
  • Luthar, S. S., Burack, J. A. (2010). Adolescent wellness: In the eye of the beholder? In: Cicchetti D, Rappaport J, Sandler I, Weissberg R,...
  • Mansfielda, C., Beltmanb, S., & Price, A. (2014). ‘I’m coming back again!’ The resilience process of early career teachers. Teachers and...
  • Martin, A. J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling,...
  • Martin, A. J. (2002). Motivation and academic resilience: Developing a model of Student enhancement. Australian Journal of Education, 14,...
  • Martin, A. J. (2003a). How to motivate your child for school and beyond. Sydney: Bantam.
  • Martin, A. J. (2003b). The Student Motivation Scale: Further testing of an instrument that measures school students’ motivation. Australian...
  • Martin, A. J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology,...
  • Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational...
  • Martin, A. J. (2011). Personal best (PB) approaches to academic development: Implication for motivation and assessment. Educational Practice...
  • Martin, A. J. (2012). The role of Personal Best (PB) goals in the achievement and behavior engagement of students with ADHD and students without...
  • Martin, A. J. (2015). Growth approaches to academic development: Research into academic trajectories and growth assessment, goals and mindsets....
  • Martin, A. J., & Elliot, A. J. (2015). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation...
  • Martin, A. J., &Liem, G. A. (2010). Academic personal bests (PBs), engagement, and achievement: Across-lagged panel analysis. Learning...
  • Martin, A. J., & Marsh, H. W. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38, 31–38.
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach....
  • Martin, A. J., Marsh, H.W., & Debus, R. L. (2001a). A quadripolar need achievement representation of self-handicapping and defensive pessimism....
  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2001b). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes...
  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal...
  • Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative...
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238.
  • Mezei, G. (2014). The self-concept in language learning. UK: Multilingual Matters.
  • Morales, E. (2008). Academic resilience in retrospect: Following up a decade later. Journal of Hispanic Higher Education, 7(3), 228-248.
  • Nguyen, K., Stanley, N., Stanley, L., & Wang, Y. (2015). Resilience in Language Learner and the Relationship to Storytelling. Cogent Education,...
  • Oxford, R. L., Meng, Y., Zhou, Y., Sung, J., &Jain, R.(2007).Uses of Adversity: Moving beyond L2 Learning Crises. Reconstructing autonomy...
  • Papi, M. (2010). The L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach. System, 38(4),467–479.
  • Putwain, D. W., Nicholson, L. J., Connors, L., & Woods, K. (2013). Resilient Children Are Less Test Anxious and Perform Better in Tests...
  • Reis, S., Colbert, R., & Hebert, T. (2005). Understanding resilience in diverse, talented students in an urban high school. Roeper Review,...
  • Reivich, K., &Shatte A. (2002).The resilience factor: Seven essential skills for overcoming life’s inevitable obstacles. new York: Broadway...
  • Rostami, Z., Abedi, M., Schaufeli, W, Ahmadi, S., & Sadeghi,A. (2014). The Psychometric Characteristics of Maslach Burnout Inventory Student...
  • Scales, P. C., Roehlkepartain, E. C. Neal, M.,Kielsmeier, J. C.,& Benson, P. L. (2006). The Role of Developmental Assets in Predicting...
  • Schelvisa, R., Zwetslootab, G., Bosa, E., &Wiezer, N. (2014).Exploring teacher and school resilience as a new perspective to solve persistent...
  • Schreiber, J. B., Amaury, N., Stage, F. K., Barlow, E. A., & King, J. (2006).Reporting structural equation modeling and confirmatory factor...
  • Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press.
  • Shin, W. Y., Kim, M. G., & Kim, J. H. (2009). Developing measures of resilience for Korean adolescents and testing cross, convergent,...
  • Somchit, S., & Sriyaporn, P. (2004). The relationships among resilience factors, perception of adversities, negative behavior and academic...
  • Speight, n. P. (2009).The relationship between self-efficacy, resilience and academic achievement among African-American urban adolescent...
  • Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In J. T. Spence (Ed.), Achievement and achievement...
  • Splan, R. K., Brooks, R. M., Porr, S., & Broyles, T. W. (2011). Resiliency and Achievement Goal Orientation among Agricultural Students....
  • Taguchi, T., Magid, M., &Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese, and Iranian learners of English: A...
  • Valencia, A. A. (1994). The Attributes of Academically Successful Mexican-American University Male and Female Students. Journal of multicultural...
  • Van Breda, A.D. (2011). Resilience assessments in social work: The case of the SA Department of Defence. Social Work, 47(1), 1-14.
  • Wang, M.C., Haertal, G.D., & Walberg, H.J. (1994). Educational resilience in inner cities. In M.C. Wang & E.W. Gordon (Eds.), Educational...
  • Waxman, H. C., & Huang. S. L. (1997). Classroom Instruction and Learning Environment Differences between Effective and Ineffective urban...
  • Werner, E. E., & Smith, R. S. (1982).Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.
  • Wiemann, J. M. (1977). Explication and test of a model of communicative competence. Human Communication Research, 3, 195–213.
  • Wolin, S. J., & Wolin, S. (1993). The Resilient Self: How Survivors of Troubled Families Arise above Adversity. New York: Villard.
  • Zolkoski, S. M., & Bullock, L. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34, 2295–2303.